Chapters 6 & 7 reinforced my sense that reading teachers, and teachers generally, are in a privileged position when it comes to literacy-related apps and other technologies. Teachers take Starfall and so many other e-curriculum materials for granted, and teachers bring deep knowledge of individualized reading support to the task of matching readers to all types of reading materials & resources. The broader population of caregivers and others who work with young readers float – but perhaps quickly drown – in a sea of apps, eBooks, and tech tools. Also, although Tumble Books and other eBook publications are available through public libraries, many children interact with e-texts primarily through schools.
This isn’t a bad thing in itself, but we know home-based learning deeply matters, as well. The digital divide threatens to skew the positive outcomes of better tools, resources, and teaching with technology. Luckily, librarians and working with researchers to find out what concerns caregivers have, and what support they need, when it comes to improving uses of technology at home to support children's development.
As we learn in Chapter 7, many of children's productive interactions with e-texts occur through teachers, whose expertise in scaffolding text uses to promote reading development shapes those interactions. I was fascinated reading about the recent research involving Learn With Homer, the child-driven literacy learning program field-tested in NYC to study methods for preventing ‘summer loss’ of literacy skills. The Israeli research about home use of e-books – and the different ways parents interacted with children when e-books were intentionally educational rather than only entertainment -- really stood out to me, as well. Teachers are experts at creating educational experiences around any text, after all! (This video shows high schoolers previewing tough text ideas through collaborative conversation, writing, and drama.)
In relation to young learners, teachers stress to caregivers the need for coordinated talk while sharing the reading of any text, and we provide tips for asking good questions, listening actively, etc. We may be at a very beginning stage, however, of providing guidance related to interaction with apps, eBooks, and other technology tools.
If you wonder about my claim regarding this issue as a new concern in the literacy field, take a look at Vicky Coe’s recent ILA blog post. The new learning standards for literacy education graduate programs were just released in final form in May 2018. These standards guide the curriculum and assessment framework for graduate programs leading to initial certification (literacy specialist). Digital literacy leadership is threaded throughout the standards. I guarantee you we are all in the same boat when it comes to figuring out how to pin-down the jello of literacy-technology integration in our teaching, learning, and research lives.
Now more than ever, we need to work together and across our areas (and generations) of knowledge and expertise--literacy, ed tech, parent-advocate. What strengths do you bring to this challenge?
I really like what you said about how teachers have the ability to create educational experiences. The ability is so engrained in us, that we often don’t have to think about it. This ability makes it easier for us to look at technologies through that same educational lens. When it comes to educating parents about these technologies, I think it is important to not only give them links to the resources we use, but to explain why we find these resources helpful. By doing this we are teaching them what to look for when they are searching for new websites and resources.
ReplyDeleteAs far as the digital divide goes, a teacher I know has a one iPad per student ratio in her class. She is trying to decide whether or not to let the students bring the iPads home with them on the weekends. She wants the students to have access to the resources they use in school, but she does not want the iPad to be lost or broken. In older grades, I know there are often sign- out systems in place. What do you think about creating systems like this for younger grades as well.
As a parent, I appreciate when teachers send home information on apps they have seen work well in the classroom. I feel it would be difficult to send the iPads home with the students and ensure that they are returned on Monday. If a student forgets to bring theirs back, they will miss out on any interaction the teacher had planned for them with it that day. Although, that could work as an incentive to encourage them to bring it back.
DeleteEmily,
DeleteI know we are going through some of the same issues at our school when it comes to our 1:1 Chromebook devices being used. Our administration has made a point to let our teachers know that it is okay to transport these devices from class to class and even home in certain situations. They have made it a point to let our staff know that we know the iPads cannot all be gaurenteed to never be broken. It is okay if a student drops a device, or one gets broken. The school has the job to replace the device just like any other material that would be used in the classroom. I understand that these devices are more costly than a text book, but as we move to 1:1 devices, I think the cost for the schools will go down, and schools will understand that they just need to factor the cost of these devices into the budget, making them a prority
We need to determine what benefits student learning and what doesn't when it comes to technology. It can often be trial and error until we have data to back up the effectiveness of certain technology. Strengths we can offer to each other include our findings on what proves to be beneficial. I have seen teachers encourage parents to use the same educational apps at home that are used in the classroom by sending home information including the classroom login, so that the parents can help their children access this at home. Although not all students have a computer or iPad at home, but many of these apps are available on a phone. This website shares a list of apps that are beneficial for K-6 Literacy,https://thecornerstoneforteachers.com/10-awesome-apps-for-k-6-literacy/ . I have personally experienced students using Spelling City. It can be used to enhance, vocabulary skills, phonics, and spelling. You can track students progress within the app to determine the benefits. It is also very motivating for students, as I've seen students very eager to continue using this app.
ReplyDeleteI think a lot of the solution to include parents in the technology used at school can be found right within the students. As we continue to familiarize our students with different apps in technology, they will in turn educate their parents on the material. The more and more our students use technology on a day to day basis, the more the parents will see at home and adjust accordingly. I agree with some of the previous comments that we as teachers need to do all we can to educate parents on what we are using in our classroom. Many parents may not share a concern, but at least providing them with the opportunity is a start.
ReplyDeleteI really enjoyed the video provided about the high school students working in different stations, where they seemed to be putting a very interactive spin on an English reading assignment. I could tell by watching the video that if I was in the class, I would be much more engaged in the topic than just sitting down and talking about the book. Each station brought out different skills from each of the students and put an interesting spin on the reading. I think the more we open students up to this kind of learning, the more interest and passion you will receive in return regarding the material.
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ReplyDeleteI think that is a really interesting idea of the students becoming the teachers for their parents. I think our job then becomes educating students on the reasons we use the apps and technology as well. This way they can go home and not only show their parent the technology, but they can explain what they are learning from it. This will also go along way with providing students with that critical lens on technology that we talked about last week.
ReplyDeleteMarta I really appreciate your mentions of educators push for coordinated talk with children during the reading of any text. The relationship with a child during literacy development is one of the most crucial and essential aspects of literacy. We need to incorporate this talk and questioning with the literacy apps and other technologies. Literacy apps could be more beneficial if parents would interact with their children on these apps. This is a strength literacy specialists can bring to technology. Educating caregivers on the types of questions to ask young literacy learners and how to make the experience interactive.
ReplyDelete"Buyer Beware" was a big take away from this reading for me as well. I thought about it more from the prospective of a parent trying to make the best decision about the apps my daughter uses. It was disturbing to hear how few of the top apps are backed by peer reviewed research or created by education experts.
ReplyDeleteThe digital divide is a very difficult problem to solve. A student's family income level, caretaker education level, and even where they live can have such a large affect on their use of technology. It is good to know that educators are working on ways to close the divide.
As others have said in their comments and you stated in your post, the role of educators and caregivers is just as important as any technology that may be used by the student. You mentioned the observations from the Israeli study and I see both the educator and the caregiver playing an important roll. The educator created a well designed educational technology resource and the child benefited from the support and guidance from the parent. Technology is a great tool to support the learning process but it seems we still need personal interaction for successful learning in many cases.
I love being in a classroom that is 1:1 with Chrome Books, however I see many teachers that use technology for the wrong reasons. Technology needs to be implemented the right way and not as a distraction. There are many great resources that will benefit students but I also believe that students need interaction with their teachers and parents. Sticking them in front of a computer is going to hurt their social skills in the long run.
ReplyDeleteI think it would be beneficial if parents were trained on how to use technology with their children. If parents knew what kind of apps or resources that will benefit their children, they would be more aware of how technology can affect their children.
As a teacher I always provide parents with information about technology they can use at home. This will allow them to see what their child is learning at home and can interact with them one-on-one. Sending home flyers with tips on do's and do not't will allow parents to be more in control of the technology in their home. However, the flyers are not used to give parents a reason to use technology, just for them to be able to child as best as possible.
In chapter 6 I wasn't that shocked to see the reviews and studies of the different ways they categorize and rank certain apps. I'm sure we have all downloaded apps that we realized after wasn't going to meet our needs and didn't do what we anticipated them to do when we downloaded the app, I know I have. I think it's extremely important as parents and educators to have specific goals for certain apps that are being downloaded for children and then check after to make sure the app actually meets those goals.
ReplyDeleteIn chapter 7 when they were discussing the pros and cons of e-books. It's like the apps from chapter 6 and everything else, the more technology that is introduced, the more oversight will be needed. I found the part about the under privileged students that increased their test scores by using the e-books that asked questions in the middle of chapters or at the end to be interesting. It was a good example of how a form of technology can increase productivity if it is used properly.